Web text reading: what satisfy both dyslexic and normal learners?

Chen, Chwen Jen; Keong, Melissa Wei Yin; Teh, Chee Siong; Chuah, Kee-Man

doi:10.1007/s40692-015-0046-x

Cited by 7 publications

(6 citation statements)

References 24 publications

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“…Whereas most of the existing Web readability guidelines focused either on dyslexia (e.g. 54,55 ) or typical readers 19 , researchers have recently advocated the need for inclusive recommendations that may benefit all users 59 . Our results support this approach and highlight several simple recommendations for webpage design that would facilitate reading for typical readers and readers with dyslexia alike.…”

Section: Discussionmentioning

confidence: 99%

Investigating Effects of Typographic Variables on Webpage Reading Through Eye Movements

Scaltritti

Miniukovich

Venuti

et al. 2019

Sci Rep

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Webpage reading is ubiquitous in daily life. As Web technologies allow for a large variety of layouts and visual styles, the many formatting options may lead to poor design choices, including low readability. This research capitalizes on the existing readability guidelines for webpage design to outline several visuo-typographic variables and explore their effect on eye movements during webpage reading. Participants included children and adults, and for both groups typical readers and readers with dyslexia were considered. Actual webpages, rather than artificial ones, served as stimuli. This allowed to test multiple typographic variables in combination and in their typical ranges rather than in possibly unrealistic configurations. Several typographic variables displayed a significant effect on eye movements and reading performance. The effect was mostly homogeneous across the four groups, with a few exceptions. Beside supporting the notion that a few empirically-driven adjustments to the texts’ visual appearance can facilitate reading across different populations, the results also highlight the challenge of making digital texts accessible to readers with dyslexia. Theoretically, the results highlight the importance of low-level visual factors, corroborating the emphasis of recent psychological models on visual attention and crowding in reading.

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Section: Discussionmentioning

confidence: 99%

Investigating Effects of Typographic Variables on Webpage Reading Through Eye Movements

Scaltritti

Miniukovich

Venuti

et al. 2019

Sci Rep

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“…there is no need [to write] just sit down and start typing. When you [have] to write you have all the pressure of the exam and it doesn't come out well" (Chen, Keong, Teh, & Chuah, 2016;Makeham & Lee, 2012;Schneps, Thomson, Chen, Sonnert, & Pomplun, 2013;University of Oxford, 2017). Use of highlighter (not allowed)…”

Section: Extra Timementioning

confidence: 99%

“…Without a long-term plan, it is highly unlikely that examination boards will be able to prepare papers and examinations that meet the accessibility and usability needs of all individuals. Greater awareness and expertise of the special needs of different individuals would help in making examinations accessible to different types of learners and abilities (e.g., Chen, Keong, Teh, & Chuah, 2016;Edyburn, 2010;Maceri, 2003).…”

Section: The Emperor's New Clothes?mentioning

confidence: 99%

“They Labeled Me Ignorant”: Narratives of Maltese Youth With Dyslexia on National Examinations

2019

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Repeated unsuccessful stressful situations can have negative effects (Burden, 2008), and prolonged stress has been linked to significant physical and mental health consequences (Crocker & Knight, 2005). Several studies have shown that high-stress levels influence personal, social, and academic development and can negatively affect self-worth (e.g., D. Burton & Naylor, 1997; Pajares & Schunk, 2001; Zeigler-Hill, Besser, & King, 2011). This study explored how unnecessary stress, due to challenges accessing print and the presentation of tests and examinations, affects Maltese youth with a profile of dyslexia. Defining Dyslexia The British Dyslexia Association (2019) defines dyslexia as a specific learning difficulty which mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be lifelong in its effects. It is characterized by difficulties with phonological processing, rapid naming, working memory, processing speed and the automatic development of skills that may not match up to an individual's other cognitive abilities. (para.1) These difficulties may place the dyslexic student at a disadvantage on traditional forms of assessment (Peer & Reid, 2002) and create greater anxiety (Carroll & Iles, 2006). Students with dyslexia may, in fact, have to spend more time and effort on their work than nonstudents with dyslexia, leading to feelings of incompetence as they believe themselves to be less capable than their peers (Kannangara, 2015). Stress, Examinations, and Dyslexia We live in a test-conscious, test-giving culture in which the lives of people are in part determined by their test performance (Sarason, Davidson, Lighthall, Waite, & Ruebush, 1960). This makes paramount that assessment practices are 855674S GOXXX10.

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“…Pembelajaran pada peserta didik juga memerlukan suatu pekerjaan dalam kelompok sehingga dapat belajar dengan baik (Chen et al, 2016). Peserta didik juga memiliki kemampuan pemecahan masalah dan jawaban dari permasalahan dengan pembagian waktu yang spesifik (Bashir et al 2016).…”

Section: Pendahuluanunclassified

Berpikir Kreatif Dalam Fisika Dengan Pembelajaran Conceptual Understanding Procedures (CUPs) Berbantuan LKPD

Fitriani¹,

Gunawan²,

Sutrio³

2017

J. Pendidik. Fis. Teknol.

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-This study aims to improve students' creative thinking ability in physics by Keywords: Learning CUPs, LKPD, Creative Thinking in Physics. PENDAHULUANIlmu pengetahuan alam (IPA) merupakan ilmu yang berkaitan dengan cara mencari tahu tentang alam secara sistematis sehingga IPA bukan hanya penguasaan kumpulan pengetahuan berupa fakta-fakta, konsep-konsep, atau prinsip-prinsip saja, tetapi juga merupakan suatu proses penemuan. IPA adalah ilmu pengetahuan yang mempelajari gejala-gejala melalui serangkaian proses yang dikenal dengan proses ilmiah, yang dibangun atas dasar sikap ilmiah dan hasilnya terwujud sebagai produk ilmiah yang tersusun atas tiga komponen terpenting berupa konsep, prinsip, dan teori yang berlaku secara umum (Trianto, 2011). Konsep yang dimaksud adalah ide yang mempersatukan faktafakta atau dengan kata lain konsep merupakan suatu penghubung antara fakta-fakta yang saling berhubungan. Kemudian prinsip adalah hubungan antara konsep-konsep yang berkaitan, sedangkan teori adalah berbagai prinsip yang dapat menjelaskan fenomena alam.Fisika merupakan bagian dari sains yang memfokuskan kajiannya pada materi, energi, dan hubungan antara keduanya .Fisika juga merupakan bagian dari ilmu sains yang pada hakikatnya merupakan kumpulan pengetahuan, cara berpikir, dan penyelidikan. Ilmu sains yang dimaksud adalah ilmu pengetahuan yang mempelajari sifat dan gejala pada benda-benda di alam. Gejala-gejala ini pada awalnya adalah apa yang dialami oleh indra kita, misalnya penglihatan menemukan optika atau cahaya, pendengaran menemukan pelajaran tentang bunyi, dan indra peraba yang dapat merasakan panas.Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual, keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa, dan negara. Pendidikan merupakan sarana pewarisan keterampilan hidup sehingga keterampilan yang telah ada pada satu generasi dapat dilestarikan dan dikembangkan oleh generasi sesudahnya sesuai dengan dinamika tantangan hidup yang dihadapi oleh anak (Purwanto, 2011).

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Web text reading: what satisfy both dyslexic and normal learners?

Cited by 7 publications

References 24 publications

Investigating Effects of Typographic Variables on Webpage Reading Through Eye Movements

Investigating Effects of Typographic Variables on Webpage Reading Through Eye Movements

“They Labeled Me Ignorant”: Narratives of Maltese Youth With Dyslexia on National Examinations

Berpikir Kreatif Dalam Fisika Dengan Pembelajaran Conceptual Understanding Procedures (CUPs) Berbantuan LKPD

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